Recruitment Toolkit

AIESEC in Poland Recruitment 2006 Toolkit
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Introduction and Table of Content

The secret of getting ahead is getting started
Undoubtedly, recruitment is one of the most important activities carried out in each Local Committee every year. From the strategic point of view the quality of this process determines whole coming year as it is the people recruited who will drive the majority of LCs results through their every day work. Running a high quality and objective recruitment process is a challenge, especially in an organization run entirely by students who are not professionals at this matter and in most cases they do it for the first time in their lives. What made us work on this Toolkit was an idea that it is possible to organize a high quality and professional recruitment in every Local Committee. And we hope that you will make the greatest proof of that after your reading. Good luck! Grzegorz Kowalski National Induction Coordinator 2006/2007 AIESEC in Poland
Toolkit Content
Introduction and Table of Content Competency Based Recruitment AIESEC Poland new member Core Profile How we measure the competencies How to use the selection tools Application How to use the selection tools Group Exercise How to use the selection tools Review Board Choosing the best candidates What to do with the candidates rejected The Induction process of new members -----------
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The following Toolkit is a result of national Recruitment Working Group which was created to work out the perfect Recruitment process to be held in polish realities. -Special thanks are addressed to the company of
for the help, advice and feedback they offered us during our work.
Recruitment Working Group: Wanda Piekutowska wanda.piekutowska@gmail.com VP PD 06/07, LC Biaystok Magda Piotrowska piotrowska.magda@gmail.com VP PD 06/07, LC Krakw Natalia Kocielna n.koscielna@gmail.com VP PD 06/07, LC Pozna Beata Majewska beatka.majewska@wp.pl VP PD 06/07, LC Toru Working Group coordinator: Grzegorz Kowalski grzes.k@gmail.com Induction Coo 06/07, MC Poland Tomasz Aniko tomek.anisko@gmail.com VP PD 06/07, LC Gdask Adam Skruch adam-skruch@o2.pl VP PD 06/07, LC Nowy Scz Justyna Kobzda justyna.kobzda@gmail.com VP PD 06/07, LC Szczecin Anita Szwader anita_szwader@aiesec.ae.wroc.pl VP PD 06/07, LC Wrocaw AE MC responsible: Maria Dugosz maria.dlugosz@pl.aiesec.org VP PD 06/07, MC Poland
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Competency Based Recruitment
What is Competency Based Recruitment? Why are we running it?
To understand the idea of competency based recruitment fully, it is better to start with description of the contrary (lets call it classic) and unfortunately still very popular recruitment process. By classic recruitment process we mean a time when the candidate was called in to talk with the boss who rarely had any opinion about the exact profile of a person seek and did not know what special features the candidate should have. The outcome of such selection process was usually the choice of a candidate who the boss liked the most, who knew what is going on! or had the right predispositions. Those criteria were more less as clear as the boss opinion about the person needed and the review was run in an unstructured way. Fortunately, more and more organizations start the recruitment process with defining the exact criteria the candidate must fulfill. The main rule always was and will be the same: know who you are looking for! As without it the recruitment is reduced to we will see. Defining the criteria is the most important thing in the recruitment process. Competencies Knowledge and attributes which help an individual increase performance and learning.
Competency based recruitment fulfills this condition greatly as it is about defining the desired attributes of a candidate, describing them in a measurable framework and building proper recruitment process that will allow for checking the candidate. If the recruitment is based on competencies, it is easier to define the strengths and weaknesses of the student and thus use this information as an indicator for the assessor and as feedback for the candidate. There are many more advantages of such recruitment: it is easier for us to assess the student and his/her predispositions more precisely it assures greater alignment between knowledge, skills, interests, needs of the candidate and AIESEC it prevents the assessor from hasty opinions and misjudgements of the student and assessment based on features that are irrelevant to the process competencies can be the base for many assessment tools as application, review board, group exercise it makes it easier to identify the attributes of the candidate and suit what we can offer with his/her further development The competencies placed in AIESEC Competency Model are the reflection of people we want to have in our organization agents of change. The four change agents characteristics have been described as a set of sixteen competencies that can be developed on four different levels personal, interpersonal, team, organization. Each of those competencies can be developed at every level in our learning environment by AIESEC Experience. Basing the recruitment on our Competency Model means defining which of those sixteen competencies should be seen as requirement for our members from the very beginning as they will be a strong base for their further development as well as the development of all the other competencies that are not checked during recruitment. Those required competencies on a certain level determine the profile of a person we want to recruit our Core Profile.
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AIESEC Poland new member Core Profile
What kind of people do we want to recruit? How do we express the profile of our people needed?
The desired profile of new members is based completely on Global Competency Model. Several competencies have been selected out of the set of sixteen included in GCM and exact levels of them have been established as required from the new members. Those competencies selected, together with their levels, are to represent the Core Profile of new member that will be desired in AIESEC Poland. In this part of the document you will find information about the assumptions of our Core Profile, as well as exact description of it the competencies we want to check and their desired level.
The logic behind the Core Profile is as follows: The competencies chosen are the ones that should be perceived as minimum set of competencies existing in our members. These are the competencies that people should have from the very beginning of working in our organization, the competencies that should be developed to a certain level before coming to AIESEC. The competencies that are not included in the Core Profile are the ones that are not necessary from the very beginning of AIESEC engagement as they can be developed completely from the lowest level during AIESEC experience. The required level of the competencies in the Core Profile is a kind of compromise between the polish student realities (what we can expect from our applicants) and staying high in our expectations (the will to have high potential people Culture of Excellence). In other words, what we are able to demand from polish students and be aiming high at the same time. The competencies that will be measured in candidates differ depending on whether the candidate is from 1-3 year of studies or 4-5 year. The need of having more criteria for older students comes from the fact that older students will not have so much time for AIESEC experience as younger students. Their AIESEC experience will be at least a year or two shorter than the AIESEC experience of students who come to AIESEC while beginning studying. The older students will not have so much time for their development the chance of developing their competencies to maximum level is much lower than the younger members. That is why we should pay a bit more attention to 4-5 year students while assessing them. That is achieved in two main aspects: there are more competencies checked in the personalities of 4-5 year students, the desired levels of the competencies measured are set relatively higher.
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The competencies that will be measured in the candidates are shown on the graphs below.
Foundation Knowledgeble Proficient Behaviour 1 Behaviour 2 Behaviour 3 Competencies required Respect Integrity Self awareness Empathy Accountability Effective Communication Innovation and Creativity Adaptability Results Orientation Motivation Alignment Skills required English Team Work X X X X X X X X X
The competency requirement is fulfilled
1 - 3 year students
Advanced Behaviour 4
Basic
Average X X
Good
Excellent
4 - 5 year students Foundation Knowledgeble Proficient Competencies required Behaviour 1 Behaviour 2 Behaviour 3
Respect Integrity Self awareness Empathy Accountability Effective Communication Innovation and Creativity Adaptability Results Orientation Self Confidence Developing Others Social Inclusiveness Stakeholder Focus Motivation Alignment Skills required English Team Work Basic X X
Advanced Behaviour 4
X X X X X X X X X X X
The competency requirement is fulfilled
Average
Good X X
Excellent
The exact description of the Competencies, as well as their levels description can be found in the documents concerning Global Competency Model: http://www.aiesec.net/members/globalmemberdevelopment/file-storage/file?file%5fid=44628123
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The description of each competency included in the Core Profile together with description of only the levels desired in 1-3 year and 4-5 year candidates are presented in the graph below.
Competency Measured
Respect Integrity
Description of the Competency

Having a feeling or attitude of admiration and deference towards somebody or something Demonstrating a sense of responsibility and commitment Having a balanced and honest view of your own personality and often an ability to interact with others frankly and confidently
Level of the Competency required 1-3 year students 4-5 year students
I deal with others in a compassionate and caring way I honor commitments and promises. I demonstrate desired values and behaviours of the organization and high personal standards of ethics and integrity by being honest and treating others with respect. I actively listen to understand others so that the content of what is said is understood I have knowledge of how to perform my job, I understand possible implication of my actions and seek clarity around Individual and Team's expectations to ensure diversity of results I communicate effectively, I communicate in a way that is accurate, timely and easy to understand, verbally and in writing. I share information in an open and honest way. I build trust with others across organizational and functional boundaries. I treat others fairly and with honest and maintain necessary confidentiality I choose challenges - I pursue continuous learning; seek challenging assignments and I am excited by a challenge. I look for and get new responsibilities. I respect and relate well to people of diverse backgrounds, respond to stereotyping by stating a persons uniqueness.
Self awareness
Empathy
The ability to identify with and understand another persons feelings or difficulties
Accountability
Accepting responsibility for actions and results. Setting goals which are clear and measurable
I am productive and carry fair share of the workload and hold myself and others consistently accountable for performance I adapt communication for the audience - I investigate to better understand a situation or determine communication needs. I use different ways of conveying a message to add clarity and meaning to communications and adapt the style of presentation and media used to best meet these needs. I develop new approaches - I develop new approaches and solutions to problems and anticipate change and suggest implementation strategies I display ability to work well in teams and actively cooperate with others and I am willing and able to deal with ambiguity and differing perspectives I improve personal performance - I Make specific changes in work methods and skills to improve personal performance and organizational results. I learn from mistakes and successes and demonstrate a passion for success and achievement. I am able to make decisions in the moment and in ambiguous situations
Effective Clearly conveying and receiving messages to Communication meet the needs of all
Innovation and Creativity
Taking risks, adapting quickly to change, leading the change process (Innovation is the creation of new solutions for current challenges or a new approach to an old situation)
I enhance processes or products - I Initiate continuous improvements to enhance processes or products. I adapt quickly to change.
Adaptability
I acknowledge that people are entitled to To be able to adjust easily to changes and new their opinions and accept that they are conditions different I create my own measures of excellence, I use own specific methods of measuring outcomes against a standard of excellence that meets established standards or expectations.
Results orientation
Knowing what results are important and focusing resources to achieve them
Self Confidence Managing and continually improving one's own

performance Helping other people to grow personally and professionally. Investing time and energy in development of others. Taking personal responsibility to mentor and coach future leaders, being enthusiastic to see others grow. Relating to the way people in groups behave and interact and leverage on the cultural diversity. Involving everyone in the group in group decision making by inspiring trust and respect.
Confidence in yourself and your own abilities.
N/A
Developing Others
N/A
I encourage everyone to aim high and I give directions and offer support
Social Inclusiveness
N/A
I encourage others through positive reinforcement. I lead and manage an inclusive workplace that maximizes the talents of each person to achieve results I build formal and informal relationships with clients, stakeholders and members, by following through on commitments, respecting confidentiality and demonstrating an interest in their work-related issues and activities. I show an interest in their issues and activities that go beyond the workplace.
Stakeholder Focus
Identifying key internal and external customers and working with them to understand their requirements and concerns.
N/A
Motivation Alignment
Being able to derive motivation and satisfaction from what the organization offers and having right expectations towards it that can be fulfilled with reciprocal benefits.
I have clear reasons for my engagement into organization. I know what possibilities it offers and I can see alignment between them and my personal development plans. My responsibilities in AIESEC and its working style, structure complies with my personal preferences and I enjoy it.
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How we measure the competencies

What selection tools do we use? Which tools measure which competencies?
As AIESEC Poland we have decided on using three main selection tools which will allow every Local Committee to check levels of the competencies effectively and choose top talent new members.
The selection tools: application group exercise review board
Selection tools short description: As the scope of competencies to measure is quite wide, they need to be divided effectively between those selection tools. The division was done in such a way that the easiest to check competencies are measured at the stage of application, the hardest ones during review board and those that are easily observed while working in a team or while problem solving during group exercise. is a tool obligatory to fill in by every candidate. On this stage some GCM based competencies are measured. Apart from that, we get to know basic personal information about the student, as their contact info, language knowledge, working experience, interests or motivation to join AIESEC. The 3-5 year students are asked to answer several more questions concerning some more competencies and their personality profile. It is connected with being able to be matched within 2 year time. The candidates fulfilling the predefined criteria in a decent way are invited to the two last stages of selection.
The application
Group exercise is a time when groups of 6 candidates work together for round 30 minutes on 1-3 small tasks/problems/cases given. During that time team working skills and some competencies from GCM are measured, mostly those that can be observed in relations with other people and that involve creative problem solving. Review Board
is the last selection tool. Here we measure the competencies that can be checked most effectively during individual discussion with the candidate. To boost the quality of this stage, external partners are involved in it.
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The division of the competencies between the selection tools is presented on the graphs below.
1 - 3 year students Selection Tools Competencies required Application Group Exercise Review Board
Respect Integrity Self awareness Empathy Accountability Effective Communication Innovation and Creativity Adaptability Results Orientation Motivation Alignment X X X X X X X X X X X X X
Skills required English Team Work
Selection Tools Application Group Exercise Review Board X X X
4 - 5 year students Selection Tools Competencies required Application Group Exercise Review Board
Respect Integrity Self awareness Empathy Accountability Effective Communication Innovation and Creativity Adaptability Results Orientation Self Confidence Developing Others Social Inclusiveness Stakeholder Focus Motivation Alignment X X X X X X X X X X X X X
X X X
Skills required English Team Work
Selection Tools Application Group Exercise Review Board X X X
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How to use the selection tools Application

How is the application build? How to use it effectively? How to assess competency based questions?
As mentioned before, the application aims at assessing different number of competencies, characteristics of 1-3 and 4-5 year students. The summary of this division is depicted below.
Application
Competencies measured Integrity Self awareness Accountability Adaptability Results Orientation Motivation Alignment English Self Confidence Developing Others
students 1-3 year 4-5 year X X X X X X X X X X X X X X X X
How the application works

The application is constructed in such a way that each question is based on one competency measured each question aims at assessing whether the candidate has a certain competency on the level desired or not. According to the rules about how to run a competency based recruitment, each information received should be based on the past performance of the candidate, cause only experienced situations show how a person behaves in given circumstances. That is why the questions must not concern assumptive situations as no one knows for sure how they would behave in a real situation. All the competency assessing questions ask the candidates to describe their behaviour, reactions in a specific past situation. There are two important things that the person assessing the applications must keep in mind: firstly, which competency is the particular question devoted to, what is the definition of this competency is (GCM definition) secondly, what is the desired level of this competency (taking into account the candidates year of studies), the desired aspect of the behaviour that the answer should include in order for us to be sure about the level existence
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How to assess the applications

Contrary to what many people believe, screening (process of reducing the number of applications) requires specific knowledge and detailed preparation. The effectiveness of this process depends on many factors, such as the project of application, the way of assessing it or just our consequence and determination. The preparation of the assessor is particularly important as, especially in competency based applications, there is always the risk of building your opinion on general impressions about the candidate and not on the information you received from the application form. The characteristic feature of competency based application is that it requires from the candidates to present proofs of having the competencies needed in an indirect way. Not only does it make the information more reliable but it also gives us the base for some further questions concerning the competencies during the review board. The way the application is assessed is comparing the answers with desired behavioral indicators (the level of a competency).
A suggested way of assessing is assigning grades to every competency based question:
A:
the proof of having mentioned level of competency is very clear the answer is clear, understandable and precise the answer contains most of the indicators of particular competency level
B:
the proof of having the desired level of competency is sufficient the answer indicates the possible existence of the competency level but it is not very clear and requires more questions during review board the answer contains some of the indicators of the competency level
C:
the proof is unsatisfactory or there is no proof at all the answer is inadequate to the question the answer contains (almost) no indicators of the competency level defined
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The suggested rules that screening should stick to in such assessing:

A person who does not have any C grade should be invited for the group exercise and review board A person who has at least 2 C grades (3 C grades for 4-5 year students) is not invited for the further selection stages A person who has 1 C grade (2 C grades for 4-5 year students) can be invited for further process depends on how many people are already invited
Example of usage of this tool

Question 4 Opisz sytuacj, w ktrej podje/a si jednoczenie kilku zobowiza wobec rnych osb. Jak sobie z tym poradzie/a? /Describe a situation when you took up some responsibilities towards different persons at the same time. How did you deal with it?/ This question concerns Integrity In the process of going through the application the assessor checks whether the answer given complies with the desired level of this competency. In this case the definition indicates that we are assessing responsibility and commitment presented by the candidate. But depending on which year of studies the candidate is, we are assessing different aspects of integrity. If it is 1-3 year student, we pay attention whether the person honored the commitment taken and tried to fulfill the responsibilities. If the student is older, more focus should be put on the fact whether he/she behaved fairly in relations with people and was honest while fulfilling the responsibilities.
Competency Measured
Integrity

Demonstrating a sense of responsibility and commitment
I honor commitments and promises. I treat others fairly and with honest and maintain necessary confidentiality
Supposing the candidate is 2 year student, the answer is given in a concise, straight to the point way and there is no doubt that this person honors every commitment taken and gives priority to doing everything necessary to fulfill them. Such candidate gets grade A in this question and the assessor moves on. Another case the applicant is 4 year student and the answer given is very long, there is no exact answer to our question, and what we can conclude is that he/she resigned from one commitment in order to fulfill another one towards another person. Such candidate deserves C in our scale.
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Below are the application competency based questions together with the competency that they measure. Question 1 [Motivation Alignment] Why have you decided to engage into AIESEC. What do you connect with your engagement into it? Question 4 [Integrity] Opisz sytuacj, w ktrej podje/a si jednoczenie kilku zobowiza wobec rnych osb. Jak sobie z tym poradzie/a? /Describe a situation when you took up some responsibilities towards different persons at the same time. How did you deal with it?/ Question 5 [Self Awareness] Opisz wyzwanie, ktrego si podje/a w swoim yciu. Jakimi wartociami, standardami kierowae/a si przy jego realizacji? /Describe a challenge that you have taken up in your life. Which values, standards were you driven by while realizing it?/ Question 6 [Accountability] Opisz sytuacj, w ktrej pracowae/a w zespole. Jak cz pracy wzie/wzia na siebie? Jakie napotkae/a trudnoci? /Describe a situation when you were working in a team. What load of work were you responsible for? Which difficulties did you encounter?/ Question 7 [Adaptability] Opisz chwil, gdzie miae/a inne pomysy na rozwizanie problemu ni reszta grupy. Jak doszo do porozumienia? Jaka bya w tym Twoja rola? /Describe a moment when you had different solution to the problem than the rest of a group. How did you achieve the agreement? What role did you play in this process?/ Question 8 [Results Orientation] Opisz sytuacj, w ktrej nie bye/a zadowolony z wynikw swojej pracy. Co wtedy zrobie/a? /Describe a situation when you were not satisfied with the results of your work. What did you do?/
With Question 14 starts the part of the application that is filled in only by older students. Questions 16 and 17 are to measure two more competencies. Question 16 [Developing Others] Describe a situation when you motivated someone to realize a goal they did not believe to be able to achieve. How did you do that?
Question 17 [Self Confidence] Describe a moment when you had to make a really fast decision without full information about the situation. What have you learnt from it?
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Question 1 focuses on the motivation of the person. It gives us information why the person decided to come to our organization. Which aspects drove the students to do this and what possibilities he/she sees in the engagement, what they would like to achieve through it. Being sure that the person has right expectations towards organization is a very important matter. The motivation alignment will be assessed further during review board stage.
Non-competency based questions

Questions 9-13 focus on the interests of a person, their personal plans for future and the work they would like to do in AIESEC. These questions are not GCM based but they are useful in terms of getting to know closer candidates expectations and thus in terms of allocation. That is why they should not be treated as indicators saying whether the student is suitable for our organization (they are not selection criterion!) but they should be treated as source of information where this student can be allocated, whether he/she might be interested in some issue we have project on or maybe suits more to a non-issue related project. In case of need, the information obtained in this part can be then deepened during review board. This set of questions can be also used by the Committee to check what topics the students find interesting and in which fields they would like to develop. This information can be evaluated and used eg. in the process of projects planning for the next term. Question 18 and 19 (filled in by 3-5 year students) are focusing on the fact that the older students will be able to go for exchange relatively sooner than the others and it is necessary to measure their flexibility in terms of countries (q. 18) and job description (q. 19). Similarly, the questions 14 and 15 aim at assessing the profile of the person in terms of being able to match for an internship.
Language assessment at the application stage

As far as the language is concerned, it is not treated as a main criterion for accepting a person or not. The decision is made mainly basing on the GCM but there are two things that should be remembered: English is a language that is often used on daily basis in AIESEC, it is necessary to communicate in this language almost everyday with interns, with LCs abroad, etc. Many of AIESEC simplest activities as matching, using communities require usage of English. That is why our members need to know at least basis of this language. A person who has never had contact with it would be unable to benefit fully from what AIESEC offers. There should be some minimum level of English knowledge established but it does not have to be really demanding. A person who is still learning English and is not fluent in it yet can develop the language while working in AIESEC. It can be also perceived as a way of personal development. Even if a person comes to AIESEC with poor English and plans to go for an internship some time, still there are several years to spend on learning the language Older students willing to join the organization should already present decent knowledge of English. The reason for this is the fact that they will be able to go for the internship sooner than the younger members and they do not have so much time to master their English. That is why the minimum level of English in terms of older students should be seen as good. In the application there is one question (q. 2) concerning foreign languages knowledge. This one allow us to assess which languages a person feels good at. It is a very basic information but on the other hand sufficient to state if the person has never learned English. As far as the older students are concerned, all the extra questions (q. 14 19) are asked in English, which helps us to get more insight into their language abilities. The English knowledge (in case of every student) can be also assessed further during review board by asking some question in English. The language skills are checked in details when a particular person decides to go for internship during their AIESEC involvement.
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To sum up,
the process of screening the applications is a bit different for 1-3 year students and 4-5 year ones.
The 1-3 year students are assessed only on the basis of the competencies required. Those who do not have any C grades from competency based questions go for next stages of the recruitment. Those who have at least 2 Cs do not go. Those with one C can go but it is up to your decision depending on how many people have been accepted already.
The 4-5 year students are assessed on two levels. First and most important level are the competencies the process looks similarly but students are not let further from 3 Cs. Those who have passed the competency assessment are also assessed in terms of their language knowledge and working experience. If a person presents high level in both of these fields (language, working experience) he/she is invited for group exercise and review board. If a person doesnt the situation looks different depending on whether he/she is from 4 or 5 year of studies: 4 year students are invited further but it is important to spend some time during review board on talking with him/her about the situation, that if he/she plans to benefit from the exchange part of AIESEC Experience he/she must use the time spent in AIESEC wisely to gain some more language abilities/working experience. 5 year students are not invited to further parts of recruitment as they would not be able to benefit from AIESEC Experience fully
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How to use the selection tools Group Exercise
How is this recruitment tool built? How to use it effectively? How to assess at this recruitment stage?
The Group Exercise is the second recruitment stage. After application some candidates are rejected, depending on the number of applications submitted and the capacity of the Committee to run two last recruitment stages (time, people needed, place) People who have been assessed positively after application are invited for last two stages. The Group Exercise stage aims at assessing those competencies, skills that are most effectively checked while observing a person working in a team or solving a problem.
There are three such competencies/skills included in our Core Profile:
Group Exercise
Competencies measured Effective Communication Innovation and Creativity Team Work
students 1-3 year 4-5 year X X X X X X
How the Group Exercise works

The Group Exercise is based on case solving by a team of candidates. A group of round six students is let into a room and asked to solve together a particular problem. The main difference between this recruitment tool and the other two is that here we are not assessing the candidates competencies basing on their past behaviours described. We are assessing the competencies in action, while they are directly presented by the students in real situation, real interactions with other. There is no big interaction between the candidates and assessors. The interaction is most intense between the candidates and the assessor plays a role of a quiet observer.
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The assessors role

In order for the process to be effective, the number of assessor should be established according to the number of people assessed. The ideal situation is that there are three assessors and the division of responsibilities is clearly defined each assessor takes care of two students. Every assessor should be well acquainted with what aspects of behaviour are to be noticed during the exercise. At the beginning, the assessors welcome the candidates, encourage them to introduce and describe how the exercise will look like. They will be presented a problem and asked to solve it as a team. During the whole process there should be no interaction with the assessors, the students should work on their own and behave naturally. During the exercise, the assessors focus on the people assigned to them and what they look for are the behaviours that can be interpreted from the point of view of any competency: communication, innovation and creativity, team work. Their task is to write down as many indicators as they perceive because the assessment of the competencies will be based on their notes.
What we measure here

The table below presents the competencies measured together with their definitions and the aspects of behaviour that should be looked for in younger and older candidates.
Competency Masured
I communicate effectively - I Communicate in a way that is accurate, timely and easy to understand, verbally and in writing. I share information in an open and honest way. I enhance processes or products - I Initiate continuous improvements to enhance processes or products. I adapt quickly to change. I adapt communication for the audience - I investigate to better understand a situation or determine communication needs. I use different ways of conveying a message to add clarity and meaning to communications and adapt the style of presentation and media used to best meet these needs. I develop new approaches - I develop new approaches and solutions to problems and anticipate change and suggest implementation strategies I see how each part of the team determines our succes and can use this knowledge to boost our effectiveness. I am able to criticise in an constructive way. I share my opinions very often. My point of view, skills and my actions are respected by the other members. I come up with creative solutions and help others in their work.
Effective Communication
Clearly conveying and receiving messages to meet the needs of all
Innovation and Creativity
Taking risks, adapting quickly to change, leading the change process (Innovation is the creation of new solutions for current challenges or a new approach to an old situation)
Team Work
I like to work with others, I'm open for propositions and share my Ability to work with others in order opinions. I help the others to achieve the desired goals and eagerly, take up responsibilities fulfill the tasks needed and strive for compromise in case of a conflict.
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How to assess at this stage

The aim of the group exercise is to notice as many behaviours saying something about candidates communication, team work, innovation and creativity as possible. The descriptions of the levels in previous point should help the assessor to focus on the proper aspects of behaviour. The important thing here is that you should not write any interpretation of what the person did, any general judgements, eg. He is leading in introducing an innovative solution, but the simple facts that were directly noticed or heard: He proposed to stop the discussion because the solution was not satisfactory. He asked each member to give three new ideas for the solution The point is to put down all the behaviours, things said by the candidates that are relevant in terms of our competencies. After the exercise the assessors devote ten more minutes for deciding whether each of the candidates fulfilled the desired level of the competency or not. At this point all the information that were put down are assessed and a short discussion should be run over each candidate to make sure that each assessor agrees with what the notes indicate. The rule here is that if a persons behaviour complied with most of our indicators from the previous point we are justified to claim that the candidate fulfills the competency. It is suggested that each assessor has their own assessment questionnaire where they can put down the observations about their two candidates. Having that kind of structured questionnaire can contribute greatly to the effectiveness of the assessment.
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How to use the selection tools Review Board
How to run the review bard? How to prepare for it? How it should be structured? How to assess at this stage?
The review board stage aims at assessing the following sets of competencies:
Review Board
Competencies measured Respect Empathy Accountability Results orientation Motivation Alignment English Social Inclusiveness Stakeholder Focus
students 1-3 year 4-5 year X X X X X X X X X X X X X X
Review Board is the last part of the selection process. There are two goals that it is to fulfill: It is the time when you have to get rid of your doubts concerning the competencies of the candidate that were already measured (during application and group exercise) some extra questions can be asked to assure you about the competency existence; It is also the time to measure some competencies that havent been checked yet.
This is the time of the recruitment that requires really detailed and professional preparation as you are going to spend only round 20 minutes with every candidate, which is not a long time and has to be used very effectively. It is important that the review board is a structured process and some time is spent on preparation for it, so that you know what you are going to ask each person in advance and do not come up with random questions during the discussion with candidate. The effectiveness of an unstructured review board can be compared to the effectiveness of tossing a coin as you are going to build your opinion completely on the personal impression your candidates creates, not on their competencies. You can not be sure in such a situation about how the student fits into AIESEC. It is just a matter of luck. The characteristic aspect of competency based review board is that it is past performance oriented. This way is regarded as the most reliable and the most effective in assessing candidates predispositions. Similarly to the application stage, we are justified to assume that the best way of checking whether a student possesses a competency or not is checking if they presented it in their past behaviour.
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Below you can find information regarding: Number of assessors Preparation for review board Questions to ask Contact with the candidate Structure of the review Making notes Assessing at review board stage Competency measuring questions
Number of assessors
In general, the number of people assessing should come as a compromise between effectiveness of review board and comfort of a person interviewed. The higher number of people assessing, the bigger objectiveness and quality of the process, but on the other hand the higher the number, the less comfortable the student feels. That is why the postulate is to minimize the number of people assessing as long as the quality of the process is maintained. It is suggested that there are two, maximum three, people assessing with clear responsibilities division. The important thing here is that in perfect situation one of the assessors is some external partner. Having an external partner engaged into selection process brings us benefits in many fields: The objectiveness of the process is much higher There is an external point of view of a more experienced person As students we do not have any experience in running recruitment process Students perceive the selection as a professional, structured process The partner has a chance to see how our processes are organized professionally! We gain an image of a professional organization What needs to be remembered is to spend some time (a meeting) with the external to prepare the person for running our review board. It is essential that the person know how competency based interview should be run, what competency model is, how our competency model is constructed, which competencies we want to measure. It is also important that the company know the character of our organization what we are, what we are doing and how we achieve it. The partner should know the development path we are delivering to young people and that thanks to it we are able to develop characteristics of change agent within the students. It was already said that the review board should be a structured process, so it needs to be discussed with the external guest. There should be enough time given for our partner to prepare for it to think about the questions to ask, etc.
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Preparation for review board
Preparation of both assessor and candidate is a very important matter. We should not forget that we are a student run organization and none of us is a professional in terms of running review boards. That is why the preparation process should gain even more attention than most of us think!
Preparation of the candidate

In order to prepare the student for the review talk, some important things should be remembered at the very beginning of the interview: Introduce yourself and your external guest, explain who you are Try from the very beginning to keep very pleasant and nice atmosphere it will be helpful for both of you assessors (as the work will be done in a nice way) and the candidate (as it is much easier to talk about your past performance in such an atmosphere) Communicate how long the review will be Inform the student that you are going to take notes, which will help you to assess them in an objective way Ask if everything is clear Ask if he/she is ready to start the conversation
Preparation of the assessor

The assessor has a really big responsibility when running the review board. Remember that if you do not ask the proper questions, the candidate will not have any chance to present their competencies! In order to prepare for running the RB you should always: Read thoroughly the application of the candidate Choose the questions from application that still need some clarification (maybe the answer was not clear and you are not sure about some competency) and make some extra examining questions for that Prepare questions you are going to ask to the candidate in order to check the competencies that have not been measured yet Think about some more detailed, examining questions to each question you plan to ask Prepare yourself paper for taking notes it is suggested to have the assessment forms printed for every candidate (examples attached in the toolkit)
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Questions to ask
Because of the fact, that the main aim of the review board is to receive the proofs of having the desired competency or not, it is important to run it in such a way that it is the candidate who speaks most. In order to achieve this you have to ask the proper questions.
Open questions
As a respond to this kind of questions the student can present variety of facts, information, describe situations, express feelings, opinions, etc. Shortly speaking they make the candidate talk! The examples of these questions: Please describe a situation when you were working in a team responsible for one common goal How did you deal with the difficulties that you encountered while achieving this success?
Closed questions
Did you like working in such stressful situation? So your relations with team partners were very good? To both of these questions the candidate can say yes or no and the answer will be satisfactory. That is why it is not good to ask too many of these kind of questions. They are especially helpful when you want to make sure that you have understood the answer well or to assure yourself about some fact. But for sure they are not a good way to make the student open and talk for longer time.
Multi-part questions
These kind of questions are formed from more, at least two smaller questions and they all present a coherent and logical statement. Why have you decided to join AIESEC? What would you like to achieve by engaging into this organization? What aspects of your personality would you like to develop? And in which field would you like to work? Describe a situation when you engaged your friends into realizing a common action. What kind of action was it? How did you manage to achieve that? What were the results? What are you particularly satisfied about? It is very common that in case of these kind of questions, the candidates tend to answer only those smaller questions, that they want to answer and ignore the rest of the question. Another thing is that they might forget some part of the question. The point is not that it is bad to have these kind of questions prepared. It is very good and even recommended to have the examining questions for every general one but the point is that they should be used wisely. Smaller questions should be asked one after another with giving enough time for the student to answer. Or when you see that the answer is starting to go astray, goes off the point and you are interested in another dimension of the answer.
Hypothetical questions
What would you do when you were to organize a weekend for 20 international students in 3 days? How would you bear working in a team when everyone is responsible for its own field and there is really bad communication between each other? This is the type of questions that you have to avoid! Firstly, the answer you get to such question is very probable to differ from what the candidate would do being in a real situation. Secondly, it is very hard to assess such a response objectively. That is why instead of asking how the candidate would behave, we are always building questions which make them saying what they actually did when they were in described situation.
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Questions to ask Questions about self assessment

Very often the candidates are asked to assess themselves during review boards. What are your three strongest points? Why do you think you are the best candidate to join AIESEC That kind of questions is also something that should be avoided. There are two really big disadvantages of them. First of all, people who are more eloquent than others are very probable to give better answers and we and up assessing wrong aspect of candidates personality. Secondly, answers to these questions are always very hypothetical, which makes them really hard to assess objectively.
Examining questions
The open questions enable us to obtain the information needed but very often they are not sufficient to assess the candidate in terms of possessing the competency measured. In order to examine the candidates features more closely, you need to ask more detailed, examining questions. A good usage of examining questions is described by the so called funnel technique. It is about asking an open question addressing one competency and then letting the candidate through a funnel with usage of more detailed, examining questions (of course in a very delicate way). This technique is extremely useful when there is a time constraint you have to stick to and you need to moderate the students answer so that you are able to get the information about the competency relatively fast.
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Contact with the candidate

Establishing a good contact with a candidate is one of the crucial elements of a good review board. You need to keep in mind that a relaxed and comfortably feeling candidate is much more open and it is easier for them to talk about their experiences, achievements and even about things that they would not normally mention. There are several ways to achieve this. We will describe shortly three of them here.
Common topic
It is one of the simplest method and actually one of the most efficient. Never forget about warming up the atmosphere at the beginning of the interview. It can be done simply by going through the application and finding the information you find also interest in and you can discuss it with the candidate. A good way of breaking the ice is starting the conversation with something like: I have read in your application that you once organized a trip to the Tatra Mountains for your class when you were just 15! I am a big fan of trekking! Do you often visit the mountains?
Active listening
During review board the candidate shares lots of information that you should remember, use, compare with competencies measured, with the results of previous stages (to notice for example some discrepancies). If the situation requires that, never hesitate to ask some more detailed, examining questions concerning what the candidate has just said. Active listening is just constant analyzing of what you hear and reacting when it is needed.
Nonverbal signals
Active listening is never enough. You should not only listen but also show that you are listening. Your mimics, gestures, movements say much about how you are interested in what the candidate is saying. Such simple things as nodding, smile, looking straight at the speaker (but without exaggeration) or encouraging to go on by some uhm, yes, yes is something very important. On the other hand, looking at the watch, constant gazing, frowning, looking through the window or pointing your finger at the candidate is something you should always avoid.
Structure of the review

Preparing the structure of the review can highly boost its quality because: You are sure that you will not miss any important thing You control the time given for each person in more efficient way The candidate has the impression that the review is a well considered process and really moves on An example of the review structure is presented below:
Part of the RB
introduction, ice breaker competency based questions: competency 1 competency 2 competency 3 competency 4 competency 5 candidate's questions ending Total
Time
1 min 4 min 5 min 5 min 4 min 4 min 1 min 1 min 25 min
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Making notes
Making notes is even more important than the preparation for the review board itself! As the notes you produce during the review is something you will base your decision on. You should never rely just on your memory, even if you think it is perfect. After reviewing more than five people the information received from all the applicants starts to mix with one another, you tend to forget many details and you can even end up not remembering what someone said round half an hour ago! A short pencil is much better than long memory! Suggested behaviour when taking notes: Always inform the candidate at the very beginning that you are going to make notes and then do it in an apparent way, do not try to hide with it but sit in a position that prevents the student from seeing what you write. Try to write as much as possible but avoid the situations when taking notes prevents you from active listening or leading the conversation. When there are at least two assessors a good way is to divide the responsibilities concerning certain competences. For example, when you are asking questions about results orientation competency, another assessor is taking notes, then you change and when the candidate answers questions (eg. about accountability) asked by your friend, you are putting down what you can hear in the conversation. This way of running the interview not only makes it more effective but it also creates the impression that you are very professionally prepared and it is not just a random talk. Remember that your notes will be the only source of information, upon which you will base your decision concerning the competency and then concerning the candidate.
Assessing at review board stage

The main aim of the competency based review board is to get information about candidates profiles compliance with the profile of a person we want to recruit, about candidates competencies suiting the competencies desired. According to the rules of running such an interview, we are justified to assume the competency compliance only in a situation, when three conditions of the students response are fulfilled the so called StAR Model.
StAR:
Situation Action Results In order to assess candidates past behaviour in terms of having a certain competency or not, the answer of the candidate should contain three elements the situation that the student was in, the action that he/she took and the results achieved by the action. For example, the question asked was Please describe a situation when you achieved something that no one believed you are capable of and the competency measured is Result Orientation. Only when you have all the three aspects of StAR in the students response, can you assess whether the competency is possessed or not. It is suggested to have some special questionnaire prepared for reviewing the students. A simple table as presented below is a tool which makes your assessing much easier and faster.
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Example of usage of StAR model

Below you can find an example of such a questionnaire filled in during an interview with a student. The competency measured was Results Orientation and the desired level was 1 Foundation. Competency definition and level description (behavioral indicator) were filled in before the interview so that it was easier for the assessor to run it and prepare the proper examining questions. The questions asked to measure the competency were also put down in advance. During the review board, the assessor filled in the StAR table and after it assessed the competency in the last place. As we can see, all the three StAR aspects are filled in. There is a clear description of the situation when johny was challenged to achieve his goal. There is detailed information about how he dealt with it and what he did to organize his tournament. The actions stated there have clear connections with the results achieved, the actions had direct influence on the results. What is more the answer given complies with the indicator of the behaviour desired. That means we are justified to say that johny presents results orientation on the foundation level. If any of StAR elements were missing for example, there was the situation described and what johny achieved but he did not tell us how it was achieved (just some random talk like we were working hard, each of us had our tasks, we fulfilled them greatly and the tournament was a great success!) we could not say that he had results orientation. It is very important that the student describes what role he/she played in the action taken. It often might happen that the person describes what actions were taken to achieve the results but those actions are not necessarily what he/she was doing. Be careful about sentences like what we did was, then we decided and did These sentences are information what the group did so it is important to ask what role he/she played in that situation. In order to say that the competency is possessed, all three StAR elements need to appear in the candidates answer. Candidate Competency johny Results Orientation Behavioral Indicator
I create my own measures of excellence - I Use own specific methods of measuring outcomes against a standard of excellence that meets established standards or expectations.
Competency Definition
Knowing what results are important and focusing resources to achieve them
Questions Asked
1. Please describe a situation when you achieved something that no one believed you are capable of. (how did you achieve it? what were the final outcomes?) 2.
Situation
He tried to organize a soccer tournament between citys schools at the beginning of high school. Even parents told him its too challenging.
Action
He examined the ways similar tournaments were organized in other cities. He analyzed what made some of them particularly successful. He decided how he would like the tournament to look like (how many teams, sponsors, visitors, deadlines for action) and described it in detail. He found 3 friends to help him. They divided the responsibilities. He was checking the progress and controlled the process. They presented the description of the tournament to local companies. They hanged over 100 posters.
Results
They managed to find sponsors among local companies. Almost every school participated in the tournament. Round 200 visitors.
Competency Assessment
He has results orientation, the answer was very detailed, included three aspects situation description, actions he took and what he achieved. Two small examining questions were asked to put the answer on the right track.
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Examples of questions that can be asked in order to measure certain competency

(with examining questions in the brackets) Competency Masured
Respect

Having a feeling or attitude of admiration and deference towards somebody or something
I deal with others in a compassionate and caring way I build trust with others across organizational and functional boundaries.
1-3 year students: Opisz osob, ktra jest dla ciebie autorytetem w dowolnej dziedzinie. Opisz sytuacj, gdy kto wedug ciebie postpi le ale po rozmowie z t osob zrozumiae e byo to jak najbardziej suszne. Opisz sytuacj, gdy musiae/a wyrazi komu swoje zdenerwowanie/niezadowolenie z jego postpowania. Please describe a person that is an authority for you in any field. Please describe a situation when you perceived someones behaviour as wrong but after spending some time with that person you realized that he/she was doing right. Describe a situation when you had to express your anger/dissatisfaction with someones behaviour. 4-5 year students: Opisz sytuacj, w ktrej twoje zachowanie wskazao na to, e jeste osob godn zaufania. Opisz sytuacj, w ktrej szybko zbudowae/a swoj wiarygodno. Please describe a situation from your life proving that you are a trusted person. Describe a situation when you built your credibility really fast. Competency Masured
Empathy

The ability to identify with and understand another persons feelings or difficulties
I respect and relate well to people of I actively listen to understand diverse backgrounds, respond to others so that the content of what stereotyping by stating a persons is said is understood uniqueness.
Czy zdarzyo Ci si kiedy odoy na drugi plan realizacj swoich celw/potrzeb aby pomc komu innemu w jego zadaniach/realizacjach potrzeb? Podaj przykad sytuacji, gdzie musiae/a pracowa, obcowa z osob o innych pogldach / skrajnie rnej osobowoci od twojej. (Jak sobie z tym radzie/a? Co byo dla Ciebie najwiksz trudnoci?) Na pewno nie raz zdarzyo Ci si pokci z rodzicami.. Pomyl o jakiej konkretnej sytuacji i powiedz jak doszo midzy wami do porozumienia. Wska przykad sytuacji z Twojego ycia wskazujcej na to, e posiadasz zdolno empatii. Have you ever happened to put aside the realization of your needs/aims in order to help someone to realize their needs/aims? Please give an example of a situation when you had to work with someone who had different opinions than you / of extremely different personality. (How did you deal with that? What was the biggest challenge?) For sure there were some situations when you had a quarrel with your parents Please think of an example of such a situation and tell us how you managed to reach an agreement. Please describe a situation from your life that proves that you have empathy ability.
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1-3 year students: Wska sytuacj, gdy musiae upewni si, czy dobrze zrozumiae powiedziane przez kogo sowa. Dlaczego tak postpie? Opisz sytuacj, w ktrej kompleksowo poznae/a problem/motywy dziaania drugiej osoby. Describe a situation when you had to make sure that you understood well what you heard from someone. Why did you do that? Describe a situation when you got to know someones problem/reasons for certain behaviour in a very detailed way 4-5 year students: Wska sytuacj, gdy znalaze/a si w nowym towarzystwie. Na co zwracae/a uwag przy poznawaniu nowych ludzi? Czym kierowae si podchodzc do tej a nie innej osoby? Wska sytuacj, w ktrej musiae wyrazi zdanie, swoj ocen o nowo poznanej osobie. Describe a situation when you were with people you did not know. What did you focus on while getting to know new people? What were you driven by when approaching a particular person and not another one? Describe a situation when you had to express your opinion about person whom you just met. Competency Masured
Accountability

Accepting responsibility for actions and results. Setting goals which are clear and measurable
I have knowledge of how to perform my job, I understand possible implication of my actions and seek clarity around Individual and Team's expectations to ensure diversity of results I am productive and carry fair share of the workload and hold myself and others consistently accountable for performance
1-3 year students: Opisz sytuacj, w ktrej nie wywizae si z powierzonych obowizkw. (Z czego to wynikao? Jakie byy tego konsekwencje? Jak si czue w tej sytuacji? Czego si nauczye?) Opowiedz o swoim sukcesie. (Co wpyno na jego osignicie? Jakie byy mierniki? W jaki sposb dye do osignicia celu?) Przybli, w jaki sposb przygotowywae/a si do matury/realizacji projektu na uczelni. Describe a situation when you did not fulfill your responsibilities. (What was the reason for that? What were the consequences? What have you learnt from that?) Describe some your personal success. (What allowed you to achieve it? How did you measure it? How were you pursuing your goal?) Tell us how you were preparing for your high school final exam/project at the university.
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4-5 year students: Opisz sytuacj, w ktrej bye odpowiedzialny za prac wykonywan przez wiksz ilo osb. (Jak wywizae si ze swoich obowizkw w tej sytuacji?) Czy powierzono Ci kiedy jakie wane zadanie do wykonania? Opowiedz o tym zdarzeniu. (Jak wywizae/a si z tego zadania? Jakie napotkae/a trudnoci? Jak poradzie sobie z nimi?) Jakie osignicie sprawio Ci najwiksz satysfakcj? (Dlaczego?) Opisz sytuacj, ktre Ci powierzono ci zadanie, ktre nie byo dla Ciebie atrakcyjne. Jak je zrealizowae i z jakim wynikiem? (Czego si nauczye? Jak si czue?) Describe a situation when you were resoponsible for work that was done by a group of people. (How did you fulfill your responsibilities?) Have you ever been given responsibility for a very important task to do? Tell us about it. (How did you do then? What was hard in that? How did you deal with it?) Which achievement gave you greatest satisfaction? (Why?) Describe a situation when you were responsible for a task that was not interesting for you. How did you deal wit it and with what results? (What did you learn? How did you feel?) Competency Masured
Results orientation
I improve personal performance I make specific changes in work methods and skills to improve personal performance and organizational results.
I create my own measures of excellence - I Use own specific Knowing what results are methods of measuring outcomes important and focusing resources against a standard of excellence to achieve them that meets established standards or expectations.
Opisz sytuacj, w ktrej musiae/a co powici aby osign swj rezultat. Opisz jaki wany dla Ciebie cel, ktry kiedy osigne/a, oraz sposb jego osignicia. (Jakie napotkae/a trudnoci i jak sobie z nimi radzie/a? Skd one wynikay?) Describe a situation when you had to devote something in order to achieve what you wanted. Describe some important goal that you achieved and the way you did it. (What obstacles did you encounter and how did you deal with them? What was their reason?) 4-5 year students Opisz sytuacj, w ktrej zmienie/a styl pracy aby zwikszy swoj efektywno. Opisz sytuacj, w ktrej korzystae z wielu zasobw by osign zamierzone rezultaty. (W czy ci to pomogo? Jaki by tego efekt?) Describe a situation when you changed the style of your work in order to boost your effectiveness. Describe a situation when you used many resources in order to achieve your results planned. (How helpful was it for you? What was the effect?)
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Competency Measured
Motivation Alignment

Being able to derive motivation and satisfaction from what the organization offers and having right expectations towards it that can be fulfilled with reciprocal benefits.
I have clear reasons for my engagement into organization. I know what possibilities it offers and I can see alignment between them and my personal development plans. My responsibilities in AIESEC and its working style, structure complies with my personal preferences and I enjoy it.
Dlaczego chcia(a)by nalee do AIESEC? Czego chcia(a)by nauczy si (i w jakim projekcie/w jakim obszarze)? Co by chcia osign w AIESEC? Co skonio Ci do wzicia udziau w rekrutacji? Co skonio Ci do wzicia udziau w projekcie/wolontariacie? (w nawizaniu do jakiego przykadu, ktry pojawi si w aplikacji lub we wczeniejszych odpowiedziach) Co Ci motywuje do pracy? Co ci sprawia najwiksz przyjemno w realizacji dziaa? Opisz sytuacj, w ktrej zdarzyo Ci si odda si cakowicie pracy, jakiemu zadaniu? (Dlaczego to zadanie tak Ci pochono?) Czym jest dla Ciebie sukces? Z jakiego osignicia jeste najbardziej dumny i dlaczego? Jakie s twoje cele krtko- i dugoterminowe? W jakim rodowisku lubisz pracowa/przebywa? Why would you like to be in AIESEC? What would you like to learn (and in which project/which field)? What would you like to achieve in AIESEC? What made you participate in this recruitment? What made you take part in some project/voluntary work? (With regards to some fact that the person put in the application or in some previous answer) What motivates you to work? What brings you greatest pleasure in realization of your work? What are you driven by when making really important decisions? Describe a situation when you were completely devoted to your work, some task? (Why was it so absorbing for you?) What do you regard as a success? Which achievement are you proud of the most? Why? What are your short- and long-term plans? In what kind of environment do you like to work/be?
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Competency Masured
Social Inclusiveness

Relating to the way people in groups behave and interact and leverage on the cultural diversity. Involving everyone in the group in group decision making by inspiring trust and respect.
I encourage others through positive reinforcement. I lead and manage an inclusive workplace that maximizes the talents of each person to achieve results
Opisz sytuacj, w ktrej zaangaowae przyjaci we wspln akcj. (Jaki by jej rezultat?) Przedstaw sytuacj, w ktrej zaangaowae si w rozwizanie problemu wystpujcego w Twoim najbliszym otoczeniu. (Jaka bya Twoja rola? Dlaczego si na to zdecydowae? Jaki by rezultat?) Podaj przykad akcji, jak zorganizowae dla swojej grupy, klasy, rodziny. (Jaki by jej efekt?) Opisz sytuacj, w ktrej pracujc z grup rnicych si osb musiae podzieli midzy nimi obowizki. (Jak to zrobie? Jaki by rezultat?) Opisz sytuacj, w ktrej stane przed koniecznoci zaangaowania innych osb w wan dla otoczenia akcj. (Jak to zrobie? Jakiego typu bya to akcja? Jak si zakoczya?) Przedstaw sytuacj, w ktrej stane przed koniecznoci podjcia grupowej decyzji, mimo e czonkowie grupy rnili si pogldami, nie byli jednakowo zaangaowani we wspln prac. (Jak rozwizae t sytuacj?) Describe a situation when you engaged your friends in some common action. (What was the result of it?) Describe a situation when you became engaged in solving a problem that existed in your close environment. (What was your role? Why did you decide for that? What was the result?) Give an example of some action/campaign for your university group/class/family. (What was the result?) Describe a situation when you were working with a group of different people and you had to divide responsibilities among them. (How did you do that? What was the result?) Describe a situation when you had to engage other people in some action that was important for the society. (How did you that? What kind of action was it? How did it all finish?) Present us a situation when you had to make a group decision although the group members varied in opinions, were not equally engaged in the group work. (How did you solve this situation?)
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Competency Masured
Stakeholder Focus

Identifying key internal and external customers and working with them to understand their requirements and concerns
I build formal and informal relationships with clients, stakeholders and members, by following through on commitments, respecting confidentiality and demonstrating an interest in their work-related issues and activities. I show an interest in their issues and activities that go beyond the workplace
Jak wyglday Twoje relacje z przeoonym podczas praktyki (jeli osoba miaa ju praktyk zawodow) Opisz sytuacj kiedy zadbae o relacj z kim dla Ciebie wanym. (Jak wtedy postpowae i co dziki temu osigne?) Opisz sytuacj kiedy miae konflikt ze wsppracownikami. (Jak si wtedy zachowae?) Opisz sytuacj, w ktrej wykazae si zainteresowaniem zawodow i pozazawodow dziaalnoci Twoich wsppracownikw/znajomych. (Dlaczego tak postpie? Jakie byy tego efekty?) How did your relationship with your boss during your internship look like? (If a person already had some working experience) Describe a situation when you took care of relations with someone important for you. (What did you do and what did you achieve?) Describe a situation when you presented interest about professional and private activities of the people you worked with/friends. (Why did you do so? What were the results?)
Issue based questions

In order to assess the candidates interest in certain issue and to gain additional information which might be helpful especially during the allocation process, further questions can be asked with reference to the question 12 from the application: Jakie masz dowiadczenie w ? Jak literatur czytasz na ten temat? Czy wiesz swoj przyszo z tym obszarem? Jaka jest Twoja wiedza na temat tego obszaru w ujciu globalnym? Jakie widzisz trzy najwaniejsze problemy/wyzwania w tym kontekcie? Jakie ostatnio podejmowae/a aktywnoci w tym obszarze? Jak by si chcia rozwija to zainteresowanie/dzieli si swoj wiedz w AIESEC? What experience do you hale in ? What literature do you read about this topic? Do you connect your future with this field? What is your knowledge about this topic on a global scale? Which three most important problems/challenges do you see in this field? What activities have you taken up lastly in this field? How would you like to develop your interest/share your knowledge about it in AIESEC?
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Choosing the best candidates
Which candidates should be accepted? How to measure their profile?
It is not a big surprise that a perfect candidate we want to enter our organization is the one that complies with the Core Profile described at the beginning of this document. It is natural that the decision whether a student is accepted or not is, all in all, made by people. It is possible to prove that objectivism in such selection process is impossible. However, obtaining the information from various sources (application, group exercise, review board) and comparison of it and the desired profile aims at minimizing at least part of the mistakes and prejudices that might be built in in the random recruitment. The rule here is: the more structured the process is, the easier it is to make the right decision.
In the file candidates_assessment.xls included in this Toolkit, you can find an example of how to describe the level of compliance between candidates competencies and the competencies desired.
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What to do with the candidates rejected
How to communicate the rejection? What do the rejected feel? How should this information be build?
The way the rejected candidates are informed about the process results determines strongly how they will perceive AIESEC from this point on. That is why it should be considered well and a clear decision about how it is going to be organized should be made. Sometimes it is very hard for the people who did not get their goal to realize that this process could have been a useful experience. The recruitment is something that not only requires time and preparation from the candidates. Most of them engage into it emotions too. When the process is close to the end the emotions rise up and the bad news is always very disappointing. That is why the people rejected are very vulnerable after the news and they deserve proper treatment. The point is to make them aware that the chances were equal, the process was fair and to make them aware why such decision was taken, give feedback. There is one very important thing in giving the proper feedback in such situation: it should not be seen from the point that the candidate is obliged to receive feedback. There are lots of aspirations the candidates connect with the recruitment process. They tend to think how their acceptance will influence their lives, what they will do in AIESEC. Very few people prepare for failure. They are too busy with preparations for interview, thinking about questions that they might be asked, etc. They never think about their reaction when they would be not accepted and even if they do, it is mostly resolved to it will just stay the same, the life will look as it looks now. They never prepare for the disappointment and failure. The rejection is very often a shock. The most common reaction then is contradiction and looking for the guilty in the process itself the questions were not proper!, they were too easy/hard!, the recruitment was unreliable!, the assessors were unfair!, it was a big lottery! Most of the people should not be forced to receive feedback then as it might have negative effect on their personal dignity. That kind of information are probable to enforce students psychological defense mechanisms as at that time he/she is concerned with protecting themselves and minimizing the feeling of failure. That is why it is better to inform the student about the possibility of receiving feedback if they want to. If they are not interested in it, you should never force them to. Another important thing is that when giving feedback, you should always remember about putting stress on the fact, that the student understands the context and meaning of the results. Remember that the feedback should not answer question why you did not get there but how you did in the selection process. Always build the feedback message in a way that says in which aspects the candidate did really well and which of them should still be worked on, what can be improved. Never make feedback saying you were not selected because what you lacked is
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Below you can find a set of advices you can use when thinking about how to inform the people rejected
Allow them to decide whether they want to receive feedback; give them this possibility and encourage to benefit from it but never force them. If the student wants to obtain the information (face to face), encourage him/her to express the opinion about their performance; encourage them to describe the fields where they missed the desired profile. Most of the people are aware of their strengths and weaknesses, they just need to put it in the context of the profile we were looking for. The candidates do not want just to hear their failures. They expect some clues how to improve their competencies and abilities. The usage of proper questions can help them to understand their characteristics. Do not just say where they failed. Indicate which competencies were looked for; if the person is interested, describe that there was an ideal profile of a new member and that the candidates were compared to it. Give some examples of skills, behaviours, standards that were looked for and in which the candidate failed. Remember that the information here should not be too detailed do not describe the competencies and their levels. You can for example refer to the behaviours included in some competency and tell the student that he/she should work on, for example, being open to peoples feedback given during team work. Concentrate on the behaviour that is possible to change; you can achieve that by describing examples of other approaches and behaviours possible and suggesting some ways of improving. Avoid giving any judgements; such words as weak, poor, good, better, etc. are very relative and hard to analyze. What is good in one context might be impermissible in different situation. Do not make the feedback too detailed; there is no sense in crush the students with loads of information. They should just receive the general clues concerning the fields of their mismatching with the Core Profile and some comment about the field whose improvement might increase their chances next time. Concentrate on the positive features too; the candidates should also know that except for some failings, they have also many advantages! Remember that they might not agree for the feedback; the only thing they did was applying to AIESEC, they did not ask for any deep personality analyzes. Remember that after receiving feedback, the students should optimistically look into the future; you should offer them positive impression of the process, give suggestions how they can improve their personality features that might boost their chances in future similar attempts.
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The Induction process of new members the first weeks in AIESEC
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How the Induction should look like
What is induction and why do we run it? How it should be organized? What kind of knowledge and activities should be delivered during first weeks?
What is induction?
Induction is what the newly recruited members go through after being recruited and before they are allocated or choose their way of engagement into AIESEC. This process can vary in duration between Local Committees and depending on the realities can last from three to five weeks. It is the essence of the Introduction to AIESEC stage in ones AIESEC Experience. There are several goals that this part has to fulfill: Providing basic information about AIESEC Supporting new members to begin exploring their own role in the world, in their community and in AIESEC Helping new members understand the specific opportunities AIESEC offers to an individual Motivating new members to take on responsibility and move forward in AIESEC
What should the Induction consist of?

In terms of getting to know and understanding our organization, the Induction process can be described as four sets of activities aiming at four important aspects that the Induction is to fulfill, ie. the Global Induction Framework: Getting to know what AIESEC is Challenging your worldview Defining values, setting goals, planning Joining the AIESEC network
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The Global Induction Framework
Getting to know what AIESEC is it is about gaining the basic knowledge about our organization and its specifics: Getting to know the AIESEC identity, history & structure Getting introduced to AIESECs portfolio of opportunities Gaining an understanding of how AIESEC operates and access to necessary tools for communication & information Introduction to AIESECs learning environment & the role specific parts play An understanding of Learning Networks Getting to know the different elements of the LNs physical & virtual learning environment Getting to know what a PboX is and what opportunities are available in it
Challenging your worldview Broadening your understanding of both global and local issues Reflecting & consciously reviewing your current viewpoints Learning more about other views & exploring your own Developing your understanding of both global and local issues/specific topics (LN IG, LC activities) Reflecting & consciously reviewing your current viewpoints on these issues/ specific topics
Defining values, setting goals, planning Reflection upon where you are and where you want to go Exploring what you really value in your life Identifying your current talents and strengths Starting to define what aspects of self development you want to concentrate on Understanding of how AIESEC can help you to achieve those aspects and identifying personal learning goals for the AIESEC Experience
Joining the AIESEC network Getting to know people in AIESEC who have common interests/passions Becoming a part of regular communication and information flows to be aware of the opportunities offered Initial integration with project teams
Those four aspects are the requirements for the Induction process to make it sufficient in terms of getting the new members acquainted with AIESEC and making them aware of the possibilities that they can benefit from. However, those four aspects do not cover all the knowledge and possibilities that should be delivered to our new members during first weeks of their engagement.
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Except for those four aspects, two more should be also included in the Induction process as there are two important things we have to keep in mind: The new members need also some operational knowledge, skills in order to start working in AIESEC, to engage into projects and perform their daily tasks effectively. The Global Competency Model assumes that a person going through full AIESEC Experience cycle is given a chance to develop all the competencies mentioned in it to the maximum level. That means that a certain set of competencies is developed to a certain level at each @XP stage. And so it is also with the Introduction to AIESEC stage. From those two conclusions stem two more groups of Induction activities: Functional skills development Competencies development
All in all, we can say that the minima for the Induction process can be represented by six elements: Getting to know what AIESEC is Challenging your worldview Defining values, setting goals, planning Joining the AIESEC network Functional skills development Competencies development
What activities should be included in each of these elements?

Below you can find information about what kind of sessions, activities, trainings or other experiences should be provided in your Local Committee in order to make those six elements fulfilled in a satisfactory way. Getting to know what AIESEC is LC Structure AIESEC Identity (Vision, Role, Core Work, Values, Nature) @XP Learning Environment Issue based experiences and Learning Networks Getting to know local projects @2010 vision and strategies Product Leadership Challenging your worldview culture game (intercultural competency development) learning circles (world issues) reception events global village exchangers' presentations Defining values, setting goals, planning Getting to know possibilities (of learning and positions available) Personal Goals Setting Global Competency Model knowledge Meeting with coach Joining the AIESEC network Get to know session (with LC members and interns) @.net registration, e-mail account, communities usage IXP Certification Getting to know Alumni, Interns, Returnees
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Functional skills development Exchange (delivery processes, reception, quality) Selling (telemarketing, raising, servicing, AIESEC Products) Finance Time management (connected to PGS) Advanced functional trainings for people interested in certain fields (Selling, Finance, Promotion, Exchange, PD) Office rules Team-building, Team-work Communication (feedback, conflict solving) AIESEC brand Competencies development Taking into account the polish AIESEC realities and how people develop in our processes, there are four competencies that need to be developed in our new members at the Induction stage: Self Confidence to the 2 level Negotiations to the 1 level Stakeholder Focus to the 1 level Developing Others to the 1 level
Competency
Definition
Foundation Behaviour 1
Knowledgeble Behaviour 2 I remain positive and address difficulties and explore different opportunities for own development
Self Confidence
Confidence in yourself and your own abilities. Managing and continually improving one's own performance.
Negotation
Working with others in order to reach an agreement. A successful negotiation is one where all parties are satisfied with the agreement.
I am open to innovative and creative solutions
Stakeholder Focus
Identifying key internal and external customers and working with them to understand their requirements and concerns. Helping Other People grow personally and professionally. Investing time and energy in development of others. Taking personal responsibility to mentor and coach future leaders and being enthusiastic to see others grow.
I know who the client is, and understand the importance of client satisfaction I set stretching goals to develop self and team and Express positive expectations
Developing Others
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Below you can find example events, sessions, activities that can contribute to the development of those four competencies to those levels: Self Confidence 2 level success stories of experienced AIESEC members, alumni (to cause inspiration) success stories showing the power of one (to cause proactiveness) engagement in project and LC activities (learning opportunities) regular visits at some communities (benefit in terms of knowledge, skills, attitudes, etc.) a person takes up additional activities apart from their daily responsibilities (company meetings, Christmas events, helping ambassadors, helping the EB) participation in coaching process Negotiations 1 level AIESEC Products knowledge Selling, telemarketing participation in coaching process active participation in projects problems, internal conflict solving, brainstormings, planning looking for problem solutions, GCPs, new ideas, etc. in other projects, our global online platform, Alumni network first company meetings calling companies, in-kinding Stakeholder Focus 1 level Selling, Identity trainings Research about company, preparation before the meeting Being a buddy, being aware of interns responsibilities at work Developing Others 1 level Team building session Project planning sessions (planning your and teams learning in project) PGS concerning engagement in your project Active participation in online/team/learning circles discussions Feedback skills Giving feedback As you can see the things pointed above can be divided for two different groups. One of them are the things that require your commitment and work, the things that need to be organized for the new members, as for example team building session or success stories of older AIESEC members. These are the things whose aim is to deliver certain feelings, abilities, skills, conclusions to our members but it is never said that those aspects delivered will be ever received. It is a very personal matter whether something inspires me or not, whether I will use the opportunities given wisely or I will just go through them. The other group of things mentioned are activities, actions taken by the members themselves, as for example active participation in project, company meetings, active engagement in online discussions. These are the things that are not so much organized by us but taken up by the members who will to experience these opportunities. This is a group of activities that develops competencies even more effectively, as the competencies develop best in action, while performing your responsibilities, taking up new opportunities, challenges. But again, it is up to the member whether those opportunities will be used wisely and whether he/she will experience personal development thanks to them. This general conclusion concerning both of the groups highlights the importance of one thing during the induction time the coaching process. People starting their AIESEC experience are not fully aware of how many possibilities there are that can be benefited from. They do not have any experience with joining their personal goals and what AIESEC offers. They do not know many ways of solving their every day problems. They are not aware how to boost their effectiveness. That is why first coaching meetings, except for goals setting, should be also focusing on every day work, showing not known possibilities in many fields, encouraging to engage in certain activities and measuring members engagement whether he/she uses the possibilities offered and showing their benefits if not.
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A very important thing that needs to be remembered here is the fact that the older new members recruited are the students from whom higher competencies were required from the very beginning. The reason for that was the fact that their AIESEC experience will be relatively shorter than the younger members. They will not have so much time to develop their competencies as their younger friends. Those two facts higher competencies from the very beginning and faster development of older new members is something that should be remembered during coaching process, when presenting opportunities for them. That means that we can offer more responsible and developing activities for those students in order to develop their competencies faster to the higher levels. A good example is a learning circle. Instead of offering them participation in such a happening they can be offered taking up the responsibility to organize such event for the Local Committee.
Learning Environment
The activities developing new members competencies, skills, knowledge or AIESEC understanding that were mentioned here are good examples showing how the first weeks of members engagement can be organized. What is important is that the whole set of activities should include all the elements of our Learning Environment. The new members should be aware of what it is, how it is build and what development possibilities it offers. Learning Environment is the aspect of our organization that enables our learning, without any of its elements, our AIESEC experience would not be so developing. That is why the spectrum of activities offered should be always spread over all LE elements.
On the next page you can find the division of the Induction activities that should be delivered to our new members. The content of the first Local Committee Conference is meant to allow for three important things: During this conference the members have chance to build deep understanding of AIESEC as an organization They can get to know the possibilities of involvement and have a chance to decide where they want to get engaged in their LC The conference is the time when the new members get to know AIESEC people (LC members and interns) The unification of the LCC agenda between LCs aims at bringing more quality to the Induction process as the LCs will be helped by the MC in terms of content building and there is no risk that the content of LCC and the Winter Conference will be doubled in some aspect.
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Induction LCC and December Conference content together with example of the induction period content
Getting to know AIESEC

AIESEC structure, LC Structure
Joining the network

Get to know session
Personal Goal Setting

Possibilities in LC Local projects PGS session
Challenge your world view

Global Village Learning Circle Issues knowledge
Skills Development
Local Committee Conference
Organizational vision and values AIESEC Identity AIESEC Experience Global Competency Model Learning Environment Learning Networks AIESEC relevance Local projects Coaching AIESEC fun part @net account
Project Planning PGS concerning involvement in project
Issues knowledge
Office rules Team building Team work
1 week
@net training
2 week
Exchange overview and interns' role in LC
Returnees presentations Interns presentations
Additional possibilities in LC
Selling AIESEC Products
3 week
Branding Finance rules
InsightXP Certification @mail account
Meeting with coach
Learning Circle
Time management
4 week
Meeting with alumni (reception event)
feedback conflict solving
Preparation for the conference AIESEC History Mentoring AIESEC Opportunities Learning Circle Issues Knowledge Success Story Power of One Advanced functional trainings Raising Cross Cultural Skills Innovation and Creativity
December Co
//
AIESEC 2010 Issue Based XP Quality in exchange Delivery
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Explanation of the particular sessions/activities content
Local Committee Conference

Organizational vision and values The aim of this session is to show importance of having clearly defined vision and values in an organization. It does not need to be exemplified by AIESEC but in best situation by well known and successful organizations. After this session the delegates should understand how vision reflects the activities, strategies carried out by the organizations and how it contributes to its success. The new members should be given some examples of situation when an organization was led to unbelievable success by a challenging vision. This is a session that should be run before the AIESEC Identity session. There is a probability that it will be the first time for most new members when they meet the conception of organizational vision. That is why they need to understand the general idea of it before they are acquainted with AIESEC Identity. AIESEC Identity, AIESEC Experience, Global Competency Model These three aspects should be treat as one coherent block where the delegates have a chance to get deep understanding of AIESEC. It is very essential that this block is carefully prepared as the delegates should gain the right understanding of our organization after it. The content of this block should cover three aspects: The Identity deep understanding (Vision, Values, Role, Nature, Core Work) the best situation is when there is much time spent on discussions here so that the delegates are given chance to express what they understand by each element. It is important that they understand our vision and see clear link between our every day actions and it. AIESEC Experience it is the Core Work of our organization, this is what we do every day and thanks to it we are able to develop ourselves, develop people and get closer to our vision. It is an ideal development path that every AIESEC member should go through. The delegates should understand each stage of it together with when they can benefit from it and how they can develop there. The knowledge about GCM should not be too detailed at this stage they should understand the idea of change agents, their characteristics and should know that they are represented by our Model Competencies. They should connect the AIESEC Experience with the development of competencies in our organization, that is the development of positive leaders the change agents who contribute to our vision realization. Learning Environment The delegates should understand what Learning Environment is, what parts it consists of. After this session they should see the uniqueness of each LE element in terms of development and they should understand that it is the LE that drives the development in our people. They should understand that as AIESEC members, each of us has something to teach and learn. There is no teacher and student here. There are always at least two people needed for learning. AIESEC enables us to discuss, exchange points of views, challenge our world view on many topics, come to new conclusions, change our ways of perception, etc. They should perceive the AIESEC Learning Environment as a community of individuals who are committed to learning and teaching, but who are also committed to ensure that all participants are learning, teaching and following the principles of the community. All members of AIESEC are facilitators, students and teachers. Learning Networks After this session the delegates should understand the idea of LNs. They should perceive the topic based interactions with other people as a great way to enhance their learning and they should be aware how the LNs bring added value thanks to bringing the connections of people interested in the same topic and having similar development path to the international level. The power of the networks is the power of the international network that AIESEC is, which is a chance rather rarely available for students nowadays. AIESEC relevance This is a session whose aim is to gather all the information from previous sessions in order to bring it to broader picture, that is why it should be the last in the AIESEC describing block. During this session the delegates should be familiarized with the idea of indirect impact AIESEC has on the communities thanks to the people it develops. It is suggested that this kind of summary is presented on the Issue Based AIESEC Experience graph.
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Coaching The aim of having a coaching session at first LCC is having the new members acquainted with coaching as a tool used in our organization to effectively align our personal needs, preferences, development plans with what AIESEC offers and to help boost effectiveness in our daily work. This session has more of an informational character so that the people know that each of them will have a person who will be helping them in their development and performance. AIESEC fun part Roll-calls, @dances, shouts, (topic) parties, interactions, conference elements gossip box, punishment team Issues knowledge The new members should be given a chance to interact with one another around the issues upon which the local projects are based. There should be some activities provided that will develop their issues knowledge so that they gain clear understanding about what topics the projects are built on and it is easier for them to make right decision between them. The important thing is that this kind of session should not be run with a goal to explain the project organized but to create a general possibility to interact around some issue. The best situation is when it is organized in a way including challenging worldview elements, that means that except for the knowledge explaining some issues conceptions, there is also time for interesting discussion, getting to know other points of view Possibilities in LC, local projects, PGS Those three elements should be organized with a very visible connection between them. The new members should be familiarized with what they can do in their LC, what possibilities are available for them, what projects are organized and what kind of development engagement into each of these opportunities brings. The first PGS session (which might be first this kind of session in their lives) should not be connected with their long term plans (as their AIESEC understanding is at very basic level) but more with the coming weeks which project they would like to involve in and why. It is suggested that the first PGS is focusing more on the attempt to discover their strengths, weaknesses, personal interests and fields they would like to develop in. This can be then aligned straight with the possibilities offered by the LC and will make their choice more aware.
The Induction period between LCC and Winter Conference

The presented division of activities between particular weeks that was depicted on the graph above has more of an exemplary character. It should be adjusted to the local realities, possibilities and capacity. However, there are things in this graph that follow some logic that should be remembered about while constructing the induction period. It is important that the international character of AIESEC, the exchange, is highlighted during the first weeks of Induction (exchangers presentations, @net communities, reception events, becoming a buddy, exchange overview training ie. the pools, the exchange process, requirements). There are two aspects of this importance motivation the internationalism gives to our people and the fact that the older new members will have occasion to get to know and to get interested by this stage in their AIESEC Experience. The people who after taking responsibility stage are able and will to take part in the exchange need to clarify their future development path very soon after joining AIESEC. The project planning done by the project OC should be supplemented by individual planning of learning one wants to experience thanks to the project. There should be some kind of PGS concerning ones involvement into project that will be connected with personal skills or knowledge (ie. issue) development. It is also important that issue based project OC is given a chance at the very beginning of their activity to deepen their knowledge in that issue. It can be organized externally or planned by the OC (issue based discussion, reading a book) as their development element in the first period of the project. Not only does this bring more understanding of an issue, but it also unites the team in their actions.
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Recruitment Toolkit

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AIESEC in Poland Recruitment 2006 Toolkit

Introduction and Table of Content

Competency Based Recruitment

What is Competency Based Recruitment? Why are we running it?

AIESEC Poland new member Core Profile

Description of the Competency

Innovation and Creativity

Self Confidence Managing and continually improving one's own

Confidence in yourself and your own abilities.

How we measure the competencies

The selection tools: application group exercise review board

Skills required English Team Work

Selection Tools Application Group Exercise Review Board X X X

Skills required English Team Work

Selection Tools Application Group Exercise Review Board X X X

How to use the selection tools Application

students 1-3 year 4-5 year X X X X X X X X X X X X X X X X

How the application works

How to assess the applications

A suggested way of assessing is assigning grades to every competency based question:

The suggested rules that screening should stick to in such assessing:

Example of usage of this tool

Description of the Competency

Non-competency based questions

Language assessment at the application stage

How to use the selection tools Group Exercise

There are three such competencies/skills included in our Core Profile:

students 1-3 year 4-5 year X X X X X X

How the Group Exercise works

The assessors role

What we measure here

Description of the Competency

Clearly conveying and receiving messages to meet the needs of all

Innovation and Creativity

How to assess at this stage

How to use the selection tools Review Board

students 1-3 year 4-5 year X X X X X X X X X X X X X X

Preparation for review board

Preparation of the candidate

Preparation of the assessor

Questions to ask Questions about self assessment

Contact with the candidate

Structure of the review

Assessing at review board stage

Example of usage of StAR model

Examples of questions that can be asked in order to measure certain competency

Description of the Competency

Description of the Competency

Description of the Competency

Description of the Competency

Description of the Competency

Description of the Competency

Description of the Competency

Issue based questions

Choosing the best candidates

Which candidates should be accepted? How to measure their profile?

What to do with the candidates rejected

The Induction process of new members the first weeks in AIESEC

How the Induction should look like

What should the Induction consist of?

The Global Induction Framework

What activities should be included in each of these elements?

I am open to innovative and creative solutions